Ethical Use of Technology in Digital Learning Environments: Graduate Student Perspectives, Volume 2

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dc.contributor.authorBrown, Barbara
dc.contributor.authorRoberts, Verena
dc.contributor.authorJacobsen, Michele
dc.contributor.authorHurrell, Christie
dc.contributor.authorTravers-Hayward, Mia
dc.contributor.authorNeutzling, Nicole
dc.contributor.authorTempleman, Joel
dc.contributor.authorSteeves, Marcia
dc.contributor.authorHendrickson, Rob
dc.contributor.authorLuinstra, David
dc.contributor.authorHumphreys, Lindsay
dc.contributor.authorDunham, Lacey
dc.contributor.authorMaciach, Michael
dc.date.accessioned2022-01-07T17:53:27Z
dc.date.available2022-01-07T17:53:27Z
dc.date.issued2021-12-22
dc.description.abstractThis book is the result of a co-design project in a class in the Masters of Education program at the University of Calgary. The course, and the resulting book, focus primarily on the safe and ethical use of technology in digital learning environments, and is the second volume in the series. The course was organized according to four topics based on Farrow’s (2016) Framework for the Ethics of Open Education. Students were asked to review, analyze, and synthesize each topic from three meta-ethical theoretical positions: deontological, consequentialist, and virtue ethical (Farrow, 2016).  The chapters in this open educational resource (OER) were co-designed using a participatory pedagogy with the intention to share and mobilize knowledge with a broader audience. The first section, comprised of four chapters, focuses on topics relating to well-being in technology-enabled learning environments, including the use of web cameras, eproctoring software, video games, and access to broadband connectivity. The second section focuses on privacy and autonomy of learners and citizens in a variety of contexts from schools to clinical settings.  In each of the seven chapters, the authors discuss the connection to the value of technology in education, and practical possibilities of learning technologies for inclusive, participatory, democratic, and pluralistic educational paradigms. The book concludes with reflections from the course instructor gained over two iterations of teaching the course. This is a static version of the text; the live Pressbook can be accessed via https://openeducationalberta.ca/educationaltechnologyethics2/en_US
dc.identifier.citationBrown, B., Roberts, V., Jacobsen, M. et al. (2021). Ethical Use of Technology in Digital Learning Environments: Graduate Student Perspectives, Volume 2. (B. Brown, V. Roberts, M. Jacobsen, et al. Eds). University of Calgary.en_US
dc.identifier.doihttps://doi.org/10.11575/etn1-4302
dc.identifier.urihttp://hdl.handle.net/1880/114260
dc.language.isoengen_US
dc.publisherUniversity of Calgaryen_US
dc.publisher.facultyWerklund School of Educationen_US
dc.publisher.institutionUniversity of Calgaryen_US
dc.rightsUnless otherwise indicated, this material is protected by copyright and has been made available with authorization from the copyright owner. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.en_US
dc.rights.urihttps://creativecommons.org/licenses/by/4.0en_US
dc.subjecteducationen_US
dc.subjecttechnology: general issuesen_US
dc.subjectethical issues: scientific, technological, and medical developmentsen_US
dc.subjectteacher trainingen_US
dc.subjectartificial intelligenceen_US
dc.subjectsocial mediaen_US
dc.subjectsocial networkingen_US
dc.subjectassistive technologyen_US
dc.titleEthical Use of Technology in Digital Learning Environments: Graduate Student Perspectives, Volume 2en_US
dc.typebooken_US
ucalgary.item.requestcopytrueen_US
ucalgary.scholar.levelFacultyen_US
ucalgary.scholar.levelGraduateen_US
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